FORMATION OF PREREQUISITES

UNIVERSAL LEARNING ACTIONS IN CHILDREN

PRESCHOOL AGE

(educational technology "Situation")

Doctor of P.S., Professor of AIC and PPRO, postgraduate student of the Center for SDP “School 2000…” AIC and PPRO

New regulatory documents reflecting state requirements for education (FGT, GEF) shift the focus from the formation of knowledge and skills in children to the formation of integrative qualities and moral characteristics of the individual, the ability to learn, readiness for self-change, self-development and self-education throughout life as the main result of education.

In the Federal State Requirements (FGT) to the structure of the main general educational program of preschool education, Plaadjustable final result of preschool education – social portrait of a 7 year old child .

Nine main integrative qualities have been identified that relate to personal, physical and intellectual spheres of child development.

let's remember them:

- physically developed, having mastered the basic cultural and hygienic skills;

- inquisitive, active;

- emotionally responsive;

- mastered the means of communication and ways of interacting with adults and peers;

- able to manage their behavior and plan their actions;

- able to solve intellectual and personal problems

- having primary ideas about oneself, family, society

- mastered UPUD

- having mastered the necessary skills and abilities;

It is very important that this classification does not contradict the classification of UUD elementary school, which, as you know, subdivided into: cognitive, personal, regulatory and communicative .

Lu formation processgod skill occurs in the following sequence:

1) gaining experience perform an action and motivation;

2) acquisition of knowledge general way of performing an action;

3) action training on the basis of the studied general method;

4) the control.

Today I will introduce you to the Situation technology, which is aimed at the formation of the prerequisites for UUD among preschoolers, in the program "World of Discovery" a new pedagogical tool has been specially developed - (,), which is a modification of the activity method technology (TDM) for the preschool level, giving a specific answer to the question: how to organize the educational process with preschoolers, ensuring continuity in achieving the planned results determined by the FGT DO and GEF IEO.

The holistic structure of the "Situation" technology includes sixsuccessive steps (stages).

1) Introduction to the situation.

At this stage, conditions are created for the emergence in children of an internal need (motivation) for inclusion in activities. Children fix what they want to do (the so-called "children's goal").

To do this, the educator, as a rule, includes children in a conversation that is necessarily personally significant for them, related to their personal experience. The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all subsequent stages will be associated. The key phrases for completing the stage are the questions: “Do you want?”, “Can you?”.

Note that the "children's" goal has nothing to do with the educational ("adult") goal, it is what the child "wants" to do. When designing the educational process, it should be taken into account that younger preschoolers are guided by their momentary desires (for example, to play), and older ones can set goals that are important not only for them, but also for others (for example, to help someone).

By asking questions in this sequence, the educator not only fully turns on the methodologically sound mechanism of motivation (“must” - “want” - “can”), but also purposefully forms in children faith in their own strengths. With a voice, a look, a pose, an adult makes it clear that he also believes in them. Thus, the child receives important life attitudes: “If I really want something, I will definitely be able to”, “I believe in my strength”, “I can do everything, I will overcome everything, I can do anything!”. At the same time, such an important integrative quality as “curiosity, activity” is formed in children.

2) Actualization.

At this stage, during the didactic game, the educator organizes the subject activity of children, in which mental operations are purposefully updated, as well as the knowledge and experience of children necessary to build new knowledge. At the same time, children develop the experience of understanding the instructions of an adult, interacting with peers, coordinating actions, identifying and correcting their mistakes. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.

3) Difficulty in the situation.

This stage is short in time, but fundamentally new and very important, since it contains in its source the main components of the structure of reflexive self-organization, which underlies the ability to learn.

Within the framework of the chosen plot, a situation is modeled in which children encounter difficulties in individual activities. The teacher with the help of the system of questions “Could you?” Why couldn't they? helps children gain experience of fixing the difficulty and identifying its cause.

Since the difficulty is personally significant for each child (it prevents the achievement of its "childish" goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of cognitive interest in children.

At the end of this stage, at the end of this stage, the educator voices the goal of further cognitive activity in the form of “Well done, you guessed right! So you need to know…” On the basis of this experience (“we need to know”) in the older groups, a very important question arises from the point of view of the formation of the prerequisites for universal educational activities: “What do you need to know now?”. It is at this moment that children acquire the primary experience of consciously setting an educational (“adult”) goal for themselves, while the goal is pronounced by them in external speech.

Thus, clearly following the stages of technology, the educator leads the children to the fact that they themselves want to learn “something”. Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the unobtrusive guidance of an adult) named the cause of the difficulty.

4) The discovery by children of new knowledge (method of action).

At this stage, the educator involves children in the process of independent search and discovery of new knowledge that solves a problematic issue that has arisen earlier.

With the help of the question “What should you do if you don’t know something?” the teacher encourages the children to choose a way to overcome the difficulty.

At younger preschool age, the main ways to overcome difficulties are the ways to “think it up yourself”, and if you can’t figure it out yourself, “ask someone who knows”. An adult encourages children to invent, guess, not be afraid to ask questions, to correctly formulate them.

At the senior preschool age, another way is added - “I’ll come up with it myself, and then I’ll check myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the construction of new knowledge (mode of action), which is fixed by children in speech and signs.

Thus, children gain the initial experience of choosing a method for resolving a problem situation, putting forward and substantiating hypotheses, and independently (under the guidance of an adult) discovering new knowledge.

5) Inclusion of new knowledge (mode of action) in the knowledge system of childrenka.

At this stage, the educator offers didactic games in which new knowledge (new method) is used in the changed conditions together with the previously mastered.

At the same time, the teacher draws attention to the children's ability to listen, understand and repeat the instructions of an adult, plan their activities (for example, in older preschool age, questions like: "What will you do now? How will you complete the task?"). In the senior and preparatory groups, the “school” game plot is used, when children play the role of students and complete tasks in workbooks. Such games also contribute to the formation of positive motivation of children for learning activities.

Children learn self-control of the way they perform their actions and control of the actions of their peers.

The use of didactic games at this stage, when children work in pairs or small groups for a common result, allows the formation of cultural communication skills and communication skills of preschoolers.

6) Reflection (summary).

This stage forms in children at a level accessible to them the initial experience of performing self-assessment - the most important structural element of educational activity. Children gain experience in fulfilling such important ECM as fixing the achievement of a goal and determining the conditions that made it possible to achieve this goal.

With the help of a system of questions: “Where were you?”, “What did you do?”, “Whom did you help?” the educator helps the children to comprehend their actions and fix the achievement of the "children's" goal and. And then, with the help of the question: “Why did you succeed?” leads the children to the fact that they achieved the "children's" goal due to the fact that they learned something, learned something, that is, it combines the "children's" and educational goals: "You succeeded ... because you learned ... (learned ... )". At a younger preschool age, the teacher pronounces the conditions for achieving the "children's" goal himself, and in older groups, children are already able to determine and voice them on their own. Thus, cognitive activity acquires a personally significant character for the child.

At this stage, it is very important to create conditions for the child to receive joy, satisfaction from a job well done. This fulfills his need for self-affirmation, recognition and respect by adults and peers, and this, in turn, increases the level of self-esteem and contributes to the formation of the beginnings of self-esteem, the image of “I” (“I can!”, “I can!”, “ I'm good!", "I'm needed!").

It should be noted that the “Situation” technology can be implemented as a whole, when children “live through” all six stages, that is, the entire path to overcome the difficulty based on the method of reflexive self-organization A can be limited to its individual components (for example, only fixing the difficulty, which is planned to be overcome for a relatively long time, observation and analysis of a certain situation, generalization, choice of a course of action, etc.). At the same time, some situations can be planned in advance by adults, while the other part can arise spontaneously, at the initiative of children, and adults pick it up and think over how to saturate this situation with important developmental content.

So, the "Situation" technology and the methodological means proposed in the "World of Discoveries" program provide the conditions under which children have the opportunity to "live" both individual steps of reflexive self-organization, and the whole way of overcoming the difficulty - independently performing a trial action, fixing what is so far fails, researching the situation, understanding the causes of the difficulty, designing, building and applying rules, processing information, understanding the information received and their practical application in life. This solves many issues not only of the qualitative formation of the prerequisites for universal educational activities among preschoolers, but also of the personal development of preschoolers from the standpoint of the continuity of the educational process between different levels of education.

Under subject the results at preschool age can be considered the integrative quality “having mastered the necessary skills and abilities”, which characterizes the knowledge, skills and abilities that the child masters in the course of mastering the content of specific educational areas; under metasubject - universal prerequisites for learning activities; under personal - characteristics of motivational, moral, emotional and volitional development.

GEF - Universal learning activities

The ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.

Learning activities is a process of self-change of a person, the result of which is new knowledge, skills and abilities acquired by him on the basis of a reflexive method.

Learning action − this is a structural unit of educational activity (it is a process aimed at achieving a certain educational goal).

Universal learning action (UUD) − This is an educational action that has a supra-subject character.

Ability to learn − the desire and ability to independently carry out educational activities (that is, knowledge of its structure, all its components UUD, the desire and ability to perform them).

4 types of universal training activities

personal,

regulatory,

cognitive,

communicative.

Functions of universal learning activities:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

Literature:

1. Federal state requirements for the structure of the main general educational program of preschool education (Order of the Ministry of Education and Science No. 000 of November 23, 2009).

2. Activity Method of Teaching: Educational System “School 2000…” / Building a Continuous Sphere of Education. - M .: APK and PPRO, UMC "School 2000 ...", 2007.

3. Conceptual ideas of the exemplary basic general educational program of preschool education "The World of Discoveries" (from birth to 7 years). Scientific and methodological manual / Pod. ed. . – M.: SDP Institute, 2011.

4. Exemplary basic general educational program of preschool education "World of Discovery" // Scientific supervisor / Ed. , . – M.: Tsvetnoy mir, 2012.

Municipal preschool educational institution kindergarten of a general developmental type with priority implementation of activities for the physical development of children "Forget-me-not" No. 133

Consultation

"Formation of educational activities among preschoolers in the context of the implementation of the Federal State Educational Standard of DO"

Prepared by: teacher

Kulinka Olga Yurievna

Komsomolsk - on the Amur

2015

The transition of a child from pre-school to primary education is a difficult life stage. It is very important that these changes take place as "softly" as possible and that all the conditions necessary for the successful development, education and upbringing of the child be created. Already at the stage of preschool education, equal “starting” conditions should be provided for children of preschool age entering the first grade. “The school should not make a drastic change in the lives of children. Let the new appear in their lives gradually and not overwhelm with an avalanche of impressions,” wrote V.A. Sukhomlinsky.

Preschool age, as A.N. Leontiev, is "the period of the initial actual warehouse of the personality." It is at this time that the formation of the main personal mechanisms and formations takes place. The cognitive and emotional-personal spheres of the child are closely related to each other.

For children of this age, in order to make the transition to the next level of education, it is necessary physical, psychological and intellectual preparation.

The most important task of the modern education system is the formation of a set of "universal educational activities". At the legislative level, universal educational activities were defined by the Federal State Educational Standard of Primary General Education. It includes requirements such as: "formation of the foundations of the ability to learn and the ability to organize one's activities - the ability to accept, maintain goals and follow them in educational activities, plan one's activities, monitor and evaluate them, interact with the teacher and peers in the educational process."

At the older preschool age, we can begin to lay the foundations for further successful schooling by starting to form universal learning activities already at the stage of preschool education.

The term "universal learning activities" was first introduced by A.G. Asmolov and another group of psychologists. Scientists give the following definition of this term: “in a broad sense, the term “universal learning activities” means the ability to learn

in a narrower sense(actually in the psychological sense) they can be defined as a set of methods of action that provide the ability to independently assimilate new knowledge and skills, including the organization of this process.

There is a basic classification of universal learning activities, in which the following blocks are distinguished, which correspond to the main goals of education: personal; regulatory; cognitive and communicative.

With regard to educational activities, the following types are distinguished personal universal learning activities : self-determination, meaning formation, moral and ethical orientation.

Personal UUDs make it possible to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations.

They are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future.

Cself-determination / "I know..."; "I can..."; "I'm creating..."; "I aim to...".

Cthought formation/ Establishing a connection between the purpose of educational activity and its motive - determining "what is the meaning, the meaning of teaching for me."

Moral-ethical orientation

Highlighting the moral and ethical content of events and actions.

Building a system of moral values ​​as the basis of moral choice.

Moral and ethical evaluation of events and actions in terms of moral standards.

Orientation in a moral dilemma and the implementation of a personal moral choice.

Personal universal learning activities
1. Personal UUD, reflecting the attitude towards social values	- to identify yourself with belonging to a people, country, state; - exercise understanding and respect for the values ​​of other cultures, peoples; - exercise interest in the culture and history of their people, native, country; - making a difference basic moral and ethical concepts; - correlate an act with a moral norm; evaluate own and other people's actions (ashamed, honest, guilty, did the right thing, etc.); - analyze and characterize emotional states and feelings of others, build their relationships taking them into account; - evaluate situations in terms of rules of conduct and ethics; - motivate their actions; express willingness act in accordance with the rules of conduct in any situation; - exercise in specific situations, benevolence, trust, attentiveness, help, etc.
2. Personal UUD, reflecting the attitude to educational activities	- perceive the speech of the educator (other children), not directly addressed to the preschooler; - to express positive attitude to the process of cognition: show attention, surprise, desire to learn more; - evaluate own educational activity: own achievements, independence, initiative, responsibility, reasons for failures; - apply the rules business cooperation: compare different points of view; consider the opinion of another person; exercise patience and goodwill in the dispute (discussion), trust in the interlocutor (accomplice) of the activity.

Formation of personal universal educational activities contribute, for example: role-playing games in the "school" and "teacher-student" and others. In the process of drawing, you can ask children to draw a picture on a "school theme" and read them literature (poems, stories, proverbs) on this topic.

Regulatory universal learning activities include: goal setting, planning, forecasting, control, correction, evaluation, self-regulation.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as a child's ability to build their behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct actions performed using appropriate means.

With regard to the completion of the stage of pre-school education, the following indicators of the formation of regulatory universal educational actions can be distinguished:

The ability to carry out an action according to a model and a given rule;

The ability to maintain a given goal,

The ability to see the indicated error and correct it at the direction of an adult;

Ability to control one's own performance

Ability to adequately understand the assessment of an adult and a peer.

Structural analysis activity allows us to identify the following criteria for assessing the formation of regulative universal educational actions:

P acceptance of the task(adequacy of the acceptance of the task as a goal given in certain conditions, the preservation of the task and attitude towards it);

-execution plan, regulating operational

performing an action in accordance with certain conditions;

-control and correction(orientation aimed at comparing the plan and the real process, detecting errors and deviations, making appropriate corrections);

-grade ( a statement of the achievement of the goal or a measure of approach to it and the reasons for failure, attitude towards success and failure);

-measure of separation of action ( joint or shared);

-pace and rhythm of performance and individual characteristics.

arbitrariness in children at the stage of preschool education:

The organization of the child's awareness of the rules and his actions mediated by these rules increases the level of the child's arbitrariness;

Games with rules and productive activities give meaning to actions according to the model and the rule and lead to an increase in arbitrariness in children;

The introduction of rules requires the organization of additional stimulation of children's behavior and the creation of conditions for understanding their actions in a new context;

For the formation of arbitrariness, cooperation and joint activity of the child with an adult is necessary, which conveys to the child an interest in activity and contributes to the awareness of the goals and means of activity (Smirnova E.O., 1998).

For the formation of regulatory universal learning activities you can apply games: “what has changed?”, “find a pair”, “find the differences” and others.

ATcognitive universal learning activities includes: general education (goal formulation, information search, application of the search method, information structuring, speech utterance construction, choice of problem solving methods, control and evaluation, problem statement), brain teaser , problem posing and solving .

In a separate group of general educational activities A.G. Asmolov stand out: "sign-symbolic general educational universal actions:

- modeling- transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

- transformation models in order to identify the general laws that define a given subject area.

A) Cognitive logical actions at the stage of preschool education are characterized by the following:

The ability to highlight the parameters of an object that can be measured;

The operation of establishing a one-to-one correspondence;

The ability to highlight the essential features of contextual-sensory objects;

Ability to establish analogies on the subject material;

The operation of classification and seriation on concrete-sensory subject material;

The transition from egocentrism as a special mental position (absolutization of one's own cognitive perspective) to decentration (coordination of several points of view on an object).

B) Sign-symbolic actions. Modeling as a universal educational action.

At the stage of pre-school education The following universal learning activities should be formed:

Coding / substitution (use of signs and symbols as conditional substitutes for real objects and objects);

Decoding / reading information;

The ability to use visual models (diagrams, drawings, plans) that reflect the spatial arrangement of objects or relationships between objects or their parts to solve problems.

Cognitive universal learning activities are formed in the process of conversation according to a certain plan, when children in a game situation find similarities and differences between objects or drawings, put together a whole object from parts.

Communicative universal learning activities

In psychology and pedagogy, the development of speech and communication in preschool age, as well as communicative-speech side of children's readiness for school has traditionally received a lot of attention.

In the context of the concept of universal learning activities communication is considered not narrowly pragmatically - as an exchange of information, for example, educational - but in its full value, i.e. as semantic aspect communication and social interaction, beginning with establishing contacts up to complex types of cooperation (organization and implementation of joint activities), establishing interpersonal relationships, etc. .

The task of forming UUD assumes that when a child enters school, he reaches a certain level of development of communication. Part basic(i.e. absolutely necessary for the child to start school) preconditions includes the following components:

The child's need to communicate with adults and peers;

Possession of certain verbal and non-verbal means of communication;

Acceptable (i.e. not negative, but preferably emotionally positive) attitude towards the cooperation process;

Communication partner orientation

Ability to listen to the interlocutor.

By the end of preschool age, the communicative component of universal educational activities is characterized by the following:

Children can establish contact with peers and previously unfamiliar adults while showing a certain degree confidence and initiative(for example, asking questions and seeking support in case of difficulties);

They are able to listen and understand someone else's speech, as well as competently formulate their thoughts in grammatically simple expressions of oral speech.

They must be able to express their feelings (basic emotions) and understand the feelings of another, master elementary ways of emotional support for a peer, an adult.

To master such elements of communication culture as the ability to greet, say goodbye, express a request, gratitude, apology, etc.

Capable of coordinating efforts, active participation in the collective creation of an idea;

They are able to maintain a friendly attitude towards each other not only in case of common interest, but also in situations of conflict of interest.

They should be able to build statements that are understandable for the partner, be able to ask questions in order to use them to obtain the necessary information from the partner in the activity, to be sufficiently proficient in the planning and regulating functions of speech.

Form communicative universal learning activities can be in the classroom applique, fine arts and design. During the game, children learn to interact with each other and communicate. The formation of these actions can be assessed by applying methods for assessing the state of sound pronunciation, phonemic perception, speech understanding, lexico-grammatical structure and coherent speech, as well as others.

From the standpoint of the activity approach, the activity of the student is recognized as the basis for achieving the developmental goals of education - knowledge is not transferred in finished form, but is built by the student himself in the process of cognitive research activity.

Teaching acts as a collaboration - the joint work of the teacher and pupils in the course of mastering knowledge and solving problems.

A requirement is put forward for a close connection of the acquired knowledge with direct practice and real life problems of pupils.

In the education system, methods are beginning to prevail that ensure the formation of independent creative activity of children, aimed at solving real life problems.

For the successful formation of universal educational actions, it is necessary to single out their orienting basis, organize a phased development, from joint performance of the action and co-regulation with an adult or peers to independent performance based on self-regulation.

It is necessary to organize various forms of joint activities and educational cooperation and, on this basis, the formation of communicative universal educational activities.

Using games with rules and role-playing games to develop arbitrariness; game "to school";

Friendly and respectful attitude of the teacher towards children;

Encouragement of children for activity, cognitive initiative, any efforts aimed at solving a problem, any answer, even an incorrect one;

Using the game form of classes, riddles, suggestions to come up with something, offer it yourself;

Adequate assessment - a detailed description of what the student managed to do, what he learned, what difficulties and mistakes there are, specific instructions on how to improve the results, what needs to be done for this;

The ban on direct assessments of the student's personality (lazy, irresponsible, stupid, sloppy, etc.).

The formation of the foundation of school readiness should be carried out naturally and naturally within the framework of "specifically children's activities" (Davydov, 1996).

Consultation

"Formation of universal educational activities in children of senior preschool age as a prerequisite for their further successful systematic education"

(for educators, parents (legal representatives))

MBDOU "Kindergarten of a combined type" pos. Ust-Omchug

April 2016

“School should not make a sharp change in life.

Having become a student, the child continues to do today what

what did you do yesterday. Let the new appear in his life

gradually and does not overwhelm with an avalanche of impressions "

(V. A. Sukhomlinsky)

These words are very relevant in our time. Completion of the preschool period and entering school is a critical and crucial stage in a child's life, when he needs to gradually become independent and responsible. At school, a first-grader is bombarded with everything at once: new rules of conduct, new information, and a new form of education. Therefore, it is necessary to prepare a preschooler for the coming changes in his usual conditions gradually, step by step, introducing new attitudes that meet new requirements.

Today, the Federal State Educational Standard has determined that a child, as a result of mastering the Program of preschool education and upbringing, can acquire such an integrative quality as Universal prerequisites for learning activities - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions. By the time the child enters school, the following prerequisites for UUD can be distinguished: personal, regulatory, cognitive, communicative.

Communicative universal learning activities considered by preschoolers as an element of communication:

Interaction - communication, information exchange, knowledge acquisition;

Cooperation - the ability to negotiate, find a common solution, convince, yield, take the initiative;

The condition of internalization is the ability of the pupil to verbally display (describe, explain) the content of the actions performed in the form of speech meanings in order to orient the subject-practical or other activity - primarily in the form of loud socialized speech;

Moral and ethical qualities - the ability to maintain a friendly attitude towards each other in a situation of dispute and conflict of interests.

Personal universal learning activities - this is the development of educational and cognitive motives:

Creation of problem situations, activation of the creative attitude of students to learning;

Formation of motivation and reflective attitude of a student or pupil to learning;

Organization of forms of joint activity, educational cooperation;

The development of reflective self-esteem as the basis for the development of subjectivity in educational or cognitive activities (a comparison by the child of his achievements yesterday and today and the development on this basis of an extremely specific differentiated self-esteem; providing the child with the opportunity to make a large number of equally accessible choices in learning, differing in the aspect of evaluation, mode of action, the nature of the interaction and the creation of conditions for comparing assessments received today and in the recent past);

Ensuring success in learning due to the availability of scientific concepts;

Positive feedback and positive reinforcement of the efforts of the child being taught through an adequate system for evaluating the system of knowledge by the teacher;

Stimulation of activity and cognitive initiative of the child, lack of strict control in learning;

Formation of adequate reactions of students to failure and building efforts in overcoming difficulties.

Regulatory universal learning activities - it is the ability to learn and the ability to organize one's activities (planning, control, self-assessment); formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties:

The ability to accept, maintain goals and follow them in educational activities;

Ability to act according to a plan and plan their activities;

Save the goal;

Act according to the model and the given rule;

See the indicated error and correct it;

control your activities; understands the assessment of an adult and a peer;

Ability to interact with adults and peers in educational activities;

Purposefulness and perseverance in achieving goals;

Willingness to overcome difficulties, the formation of an attitude to find ways to resolve difficulties (mastery strategy);

Formation of the foundations of an optimistic perception of the world.

Cognitive universal learning activities - this is the possession of subject knowledge: concepts, definitions of terms, rules, formulas, logical techniques and operations according to age requirements.

It can be concluded that the prerequisites for universal educational activities of a preschooler find their development at the initial stage of education as early as preschool age.

What is the main form of education, where the prerequisites for UUD are formed in children of senior preschool age? This is GCD - continuous educational activity. For the formation of UUD in senior preschool age, teachers use non-traditional methods, techniques and technologies to enhance cognitive activity.

1. ICT and digital educational resources (DER) when learning new material, consolidating it and controlling knowledge. For a student, DERs are sources of additional knowledge, allow them to formulate creative tasks, and can also serve as simulators. Interactive games.

2. Multimedia products today partially take on the functions of textbooks and teaching aids, where the teacher acts as a consultant on emerging issues, and the child is much more interested in perceiving information in this form than using outdated diagrams and tables (interactive whiteboards).

3. Intellectual warm-up games (questions, poems to activate attention and develop logic). For example, warm-up "Boys and Girls" (questions are asked on the topic "Who should do what?"

4. Attention games "Who is doing what?", "What did the artist mix up"

5. The method of mnemonics for learning poetry, compiling descriptive stories.

6. Collage method.

A collage is a teaching aid, the task of which is to connect all the pictures of a single topic with each other. A collage is a sheet of paper on which various pictures, objects, geometric shapes, numbers, letters, etc. are pasted or drawn. The child must link all the symbols depicted into a single story. In this technique, you can make an aesthetic textbook in the form of a photo album or a multimedia presentation.

Here is a story children can make using a collage about Africa. Africa, the hottest continent. There are many deserts there. The largest desert is the Sahara. She is called the "Queen of the Desert". And camels are the "ships of the desert." There are also oases in the desert. There are jungles on the African continent. Monkeys live there. Still on mainland Africa live hippos, rhinos, crocodiles, elephants and the tallest animal

7. Gyenysh Blocks aimed at the development of logic, thinking. These blocks can be made independently by replacing wooden blocks with cardboard geometric shapes.

8. TRIZ and RTV method

TRIZ-pedagogics is a theory of inventive problem solving.

RTV - the development of creative imagination.

Game "Teremok"

Purpose: We train analytical thinking, learn to highlight common features by comparison.

Props: surrounding household items, or toys, or cards with the image of objects. Those items are allowed to live in the house if the player answers the question (how are they similar, how are they different, what is the use, what can you do?)

"Magic Chamomile"

A game that contributes to the expansion and activation of the vocabulary of children, the field is divided into several subject areas: birds, dishes, clothes, etc. An arrow spins and a certain area is located, the children take turns calling words related to this area. The one who scores the most points wins.

"Cloud"

Purpose of the game: to exercise children in an accurate description of the desired object of the natural and man-made world according to its features, properties and quality; location, origin, habitat, characteristic features of behavior, habits, actions, occupation, etc.

game action: a group of children sits at a table, the host (one of the children) says: “The cloud in the sky is sad

And the children asked:

"Play with me, I'm very bored alone."

Children:“Cloud, cloud, don’t yawn, who do you want to play with, tell us what object you want to play with, what is it?”.

for example, cloud (an approximate description of objects with the help of droplets - names-signs) My object is cold, melts in the sun, lies on houses, can be molded. My object is liquid, butter, sour cream, kefir are made from it. My subject lives in Africa, he has a long neck, spotted color, horns on his head, eats foliage.

Learning to identify and find UUD or what a cartoon can tell

cartoon name	What UUDs can we find	What useful "broadcasts" the cartoon
White Bim Black Ear	personal universal (cooperation in finding the right information, tracking the actions of a partner), communicative universal (the ability to make a moral choice and give a moral assessment, developed reflection)	Loyalty, friendship, caring, development and empathy.
	personal universal (positive moral qualities, adequate assessment of others, constructive interaction skills), communicative universal (cooperate with other people in finding the necessary information, the ability to enter into a dialogue, make a moral choice)	Friendship. Caring for others, developing and showing empathy.
How did the monkeys eat?	personal universal (adaptation to a changing situation, responsibility for the behavior and actions of others and oneself, the ability to make adjustments to the plan and method of action if necessary), cognitive universal (use of advanced technologies, awareness and application of what is learned and to be learned, problem solving during group activities), communicative universal (integration into a group of peers)	The need for planning actions, the development of the regulatory function in children, the importance of using different methods of education.

Personal UUD:

1. Remember that every child is an individual, with their own views and beliefs, hobbies. Try to find in him his individual personal characteristics.

2. In the life of a child, an adult is the person who helps him understand and explore the real world, make his discoveries. Help him find and unleash his strong and positive personal qualities and skills.

3. When organizing educational and cognitive activities, take into account the individual psychological characteristics of each child. Use the recommendations of a teacher-psychologist.

4. Remember that the main thing is not the subject you teach, but the personality you form. It is not the subject that forms and develops the personality of the future citizen of society, but the teacher who teaches his subject.

Cognitive UUD:

1. If you want children to learn the material being studied in your subject, teach them to think systematically (for example, the main concept (rule) - an example - the meaning of the material (application in practice)).
2. Try to help students master the most productive methods of educational and cognitive activity, teach them to learn. Use schemes, plans, new technologies in training to ensure a solid assimilation of the knowledge system.
3. Remember that it is not the one who retells the memorized text that knows, but the one who knows how to apply the knowledge gained in practice. Find a way to teach your child to apply their knowledge.
4. Develop creative thinking by comprehensive analysis of problems; solve cognitive problems in a variety of ways, practice creative tasks more often.

Communicative UUD:

1. Teach your child to express his thoughts without fear of making a mistake. During his answer to the question, if the child finds it difficult to continue his story, ask him leading questions.
2. Don't be afraid of "non-standard lessons", try different types of games, discussions and group work to master new material.

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PS 2.docx

"Formation of UUD (universal training activities)
as a factor in improving the quality of education"
OBJECTIVE: increasing the professional competence of teachers, ensuring their readiness
to work on the formation of the prerequisites for educational activities in preschoolers in accordance with
federal state educational standard for preschool education (FSES
BEFORE).
Tasks:
1. to intensify the activities of educators and specialists in the formation of preschoolers
prerequisites for learning activities;
2. contribute to the expansion of their pedagogical horizons on this issue;
To reveal and comprehend the concept of UUD
Consider the types of UUD, their content, requirements for the results of formation
Gain practical experience in performing universal learning activities in the process of working with
information
I. Organizational moment.
I am glad to greet you with a kind smile and good mood. look
Each other. Smile. I'm glad to see your smiles.
V. Soloukhin wrote that in a person everything is intended for himself: eyes
to look and find, the mouth to absorb food. Everything you need for yourself
except for a smile. You don't need a smile for yourself, it is for other people,
to make them feel good with you.

May our today's meeting bring you the joy of communication.
“If we teach today as we taught yesterday,
we will steal from children tomorrow.”
Indeed, at present, the teacher solves very difficult tasks.
rethinking his pedagogical experience, looking for an answer to the question "How to teach and
educate in new conditions?
To answer this question, I suggest you go to the world of action, in
travel on an unknown route. To make the path interesting, and we could
master, we need to work as a team. Moreover, we have the same goal -
raise our children kind, honest, decent and independent
people.
II. Knowledge update
The topic that we are considering today is “Formation of UUD
(universal learning activities) as a quality improvement factor
education”
Task: in what sequence should we build our work as part of the increase
methodical culture.
Work plan:
To reveal and comprehend the concept of "universal learning activities".
Consider the types of UUD, their content, requirements for the results of formation.
Gain practical experience in performing UUD in the process of work
Get to know the techniques that help to form the UUD
What questions should we consider today?

 What is UUD? What are UUDs?
 What are the methods of forming UUD?
If you figure out what UUD is, what they are, what methods exist
formation of the UUD, it will be clear what methods are used to form the UUD and how
the formation of ULA in preschool children affects the quality of education.
Based on the questions that we have posed, we will formulate the goal of our
teachers' council.
Purpose: increasing the competence of teachers in mastering the methods of formation
UUD, increasing the professional competence of teachers providing them


standard of preschool education (FSES DO)
Tasks:
 Explain and comprehend the concept of

formation,

 To intensify the activities of educators and specialists in the formation of

 To contribute to the expansion of their pedagogical horizons on this issue;
 Gain practical experience in performing universal learning activities in
process of working with information
Let's try to answer what UUD is.
If we are at a loss, where can we find the answer? (in pedagogical literature,
directories, the Internet, etc.)
III. Self-determination to activity.
Look at these letters (UUD)
Show with signals what you know about them? (red know a lot, yellow
know little, blue know nothing).
UUD Generalized methods of action that allow you to navigate in the educational
activity, including awareness of its purpose, value-sense and operational
characteristics
UUD The set of ways of actions of pupils, providing it
the ability to independently master new knowledge and skills, including
organization of this process
UUD The ability to learn, the ability to self-development and self-improvement
UUD is self-determination, self-improvement through conscious and
active appropriation of new social experience
The term "universal learning activities" means the ability to learn, i.e.
the ability of the subject to self-development and self-improvement through conscious
and active appropriation of new social experience.
Universal learning activities are the ability of a child to self-develop
practical activities
through active assimilation and acquisition of knowledge through

through the ability to learn.

Name what legal documents determine the formation of
preschoolers of the prerequisites for educational activities, as one of the tasks of preschool
education?
1) Federal Law "On Education in the Russian Federation"
2) GEF DO
3) Professional standard of the Teacher (pedagogical activity in
preschool, primary general, basic general, secondary general education)
(educator, teacher)
All these documents require high professionalism from teachers of preschool educational institutions.
The prerequisites for educational activity are considered from various positions:
Structural components of a child's readiness for schooling;
The child's perception of goals and objectives, keeping them in memory throughout the task;
Manifestations of activity in self-promotion of goals;
The use of modeling, etc.
Name the prerequisites for learning activity
preschooler?
As prerequisites for mastering educational activities and normal
adaptation to school in domestic psychology are the following:
 the presence of cognitive and social motives for learning,
 the ability of the child to fantasize and imagine,
 the ability of the child to work according to the model,
 the ability of the child to work according to the rule,
 child's ability to generalize,
 the ability of the child to listen to an adult and follow his instructions,
 the child's proficiency in the language in which education is conducted in
 school,
 the ability of the child to communicate with adults and peers.
All UUDs are divided into personal, regulatory, cognitive and communicative
IV.
Practical work. Definition of actions related to
personal, regulatory, cognitive, communicative UUD
To talk about the formation of UUD (universal learning activities)
as a factor in improving the quality of education, it is necessary to understand which
there are UUD. We invite you to read the description of the prerequisites for UUD and
determine which action they belong to: personal, regulatory,
cognitive, communicative UUD.
Personal UUD
Self-determination is the internal position of the future student, personal, professional,
life definition. (What I am, what I want to be, what I will be, what I can, what I know to
what I strive for, etc.);
Meaning formation - the meaning and motivation of educational activity (what is the meaning of meaning for
me teaching);
Moral and ethical assessment - the ability to correlate their actions with generally accepted
ethical and moral standards, the ability to evaluate their behavior and actions, understanding
basic moral standards and rules.

The prerequisites for personal UUD are:
 the ability to realize one's capabilities, skills, qualities, experiences;
 the ability to correlate actions and events with accepted ethical principles and
moral standards;
 ability to navigate social roles and interpersonal relationships;
 formation of cognitive and social motivation;
 formation of adequate self-assessment;
 formation of the ability to come to the aid of a friend, a hero of a fairy tale, etc.;
 formation of the ability to take into account someone else's point of view;
 educate moral guidelines (love for relatives, small homeland, respect for
elders, respect for all living things, etc.)
Remember that the main thing is not the classes in which we teach, but the personality,
which we are forming. It is not classes that form a personality, but a teacher
activities related to learning new things.
Regulatory UUD
Goal setting - the ability to maintain a given goal;
Planning - the ability to plan one's action in accordance with a specific task;
Forecasting - the ability to see the result of their activities;
Control - the ability to control one's activities by the result of the activity and by the process;
Correction - the ability to see the indicated error and correct it at the direction of an adult;
Evaluation - the ability to evaluate the correctness of the chosen action or deed, to adequately understand
adult and peer assessment;
The prerequisites for regulatory ECMs are:
 the ability to carry out an action according to a model and a given rule;
 the ability to maintain a given goal;
 the ability to see the specified error and correct it at the direction of an adult;
 ability to plan one's action in accordance with a specific task;
 ability to control one's activity according to the result;
 the ability to adequately understand the assessment of an adult and a peer;
 ability to work according to the instructions of an adult;
 the ability to keep the task throughout the entire time of the task;

 the ability to hold attention while listening to a short text read by an adult,
or considering a reproduction;
 the ability to properly hold writing instruments and tools (pencil, pen, frame,
magnifying glass, etc.) - the formation of fine motor skills of the hands.
willingness to choose for themselves the type of occupation offered to choose from;
We must teach the child to control, to perform his actions according to a given
model and rule, adequately evaluate the work performed by him, correct mistakes.
Cognitive UUD


 Ability to evaluate the result of activity with the help of an adult;
 Ability to work according to a given algorithm;

 Ability to recognize and name objects and phenomena of the surrounding reality.
Informational
 Ability to work according to the book;
 Ability to navigate by symbols in the book;
 Ability to work from illustrations.
 Ability to use school supplies (pen, pencil, eraser).
brain teaser
 Classification
 Analysis
 Synthesis
 Comparison
 Generalization
 Seriation
 Sernation
 Exclusion of redundant
 Choosing the right
 Establish cause-and-effect relationships, etc.
 Use of symbols
 Modeling
The prerequisites for cognitive UUD are:
 skills of formation of sensory standards;
 orientation in space and time;
 ability to apply rules and use instructions;
 the ability (with the help of an adult) to create algorithms of actions when solving
assigned tasks;
 ability to recognize, name and define objects and phenomena of the environment
reality.
 the ability to carry out classification and seriation on a specific subject
material;
 ability to identify essential features of objects;
 ability to establish analogies on the subject material;
 the ability to model (identify and generalize the essential features
objects in order to solve specific problems.);
 ability to perform sign-symbolic actions, coding, decoding
items;
 ability to analyze and synthesize objects;
 Ability to establish causal relationships.
 orientation in space and time;
 ability to apply rules and use instructions;
 ability to navigate in the book;
 the ability to flip a book back and forth with a specific goal;
 ability to find the right page;
 ability to navigate by the symbols in the book;
 ability to work on illustrations (examination of illustrations with different tasks:
evaluation of the meaning of the entire illustration or part of it, the search for the necessary parts of the illustration,
necessary heroes, items, etc.);
 Ability to use simple tools.

Remember that it is not the one who retells who knows, but the one who uses knowledge on
practice. You need to find a way to teach your child to apply their knowledge.
Communicative UUD
 Ability to establish contacts with peers and adults;
 Ability to interact and cooperate with peers and adults;

 Ability to organize joint activities in pairs, in a subgroup and in a team;
 Ability to conduct a monologue, answer questions;
 Possession of non-verbal means of communication;
The prerequisites for communicative UUD are:
the child's need to communicate with adults and peers;
possession of certain verbal and non-verbal means of communication;
build a monologue statement and dialogue speech;



 Emotionally positive attitude to the process of cooperation is desirable;





 to formulate own opinion and position;

build statements that are understandable for the partner;
orientation to a communication partner;
ability to listen to the interlocutor.
the ability to ask questions; ask for help;
offer help and cooperation;
agree on the distribution of functions and roles in joint activities.
Do not be afraid of "non-standard activities", try different types of games,
projects, dialogues and group work to master the material.
Personal actions make the teaching meaningful, provide significance
solving educational problems, linking them with real life goals and situations, they are aimed
on awareness, research and acceptance of life values ​​and meanings, allow
to orient oneself in moral norms, rules, assessments, develop one's life position in
in relation to the world around people? yourself and your future.
Regulatory actions provide the ability to manage cognitive and learning
activities through goal setting, planning, control, correction of their actions and
assessment of the success of assimilation. Consistent transition to self-management and self-regulation in
educational activities provides the basis for future professional education and
self-improvement.
cognitive actions
include the activities of research, search, selection and
structuring the necessary information, modeling the studied content, logical
actions and operations, ways of solving problems.
Communicative actions provide opportunities for cooperation: the ability to hear,
listen and understand the partner, plan and coordinate joint activities,
distribute roles, mutually control each other's actions, be able to negotiate, lead
discussion, express your thoughts correctly, support each other, effectively
Collaborate with both teacher and peers.
Personal UUD determine motivational orientation.
Communicative provide social competence.
Cognitive associated with problem solving
Regulators ensure the organization of their own activities.

At what age do you think development takes place?
prerequisites for learning activities?
The process of establishing the prerequisites for educational activity begins from the moment
the birth of a child and continues throughout the preschool period of his
growing up. Their formation and formation is influenced by many factors, ranging from
from natural inclinations and ending with the social situation of the development of the child. logical
suggest that in this connection there is an uneven development
prerequisites for learning activity both in an individual preschooler and in
group of preschool children. For this reason, the educator needs to
differentiated approach to the definition and implementation of the tasks of formation
prerequisites for learning activities for each of their pupils, otherwise
quality results will not be obtained.
Work in subgroups
I propose to divide into 4 subgroups. Each subgroup will receive a brief
characterization of the child. Necessary:
1) determine how the formation of the prerequisites for educational activities is going on
(successful; difficult for some reason; problematic (specify
causes));
2) what kind of help is required from the teacher;
3) the main ways of designing individual formation trajectories

Makar, 7 years old
Mobile, nimble, very active, independent, kind, open,
very inquisitive boy. Touchy: if an adult does not pay attention to him
attention, does not ask, then Makar may even cry. Can't stand
criticism, remarks, if he believes that they are not fair. In the nursery
team leader. He gets along with all the children, it is always interesting and interesting with him.
fascinatingly. He can provoke a conflict himself, but he also knows how to do it in time
to repay; If you're wrong, you'll always apologize. Likes to work, Self-critical.
Very good memory, remembers old events. Reasonable, logical
persistent, efficient. Accepts the learning task. Mistakes noticed more often
himself, corrects, does not get upset at the same time. If he is interested in the activity, then
will persevere to achieve results. In case of difficulty, brings the matter to
end with the help of a teacher. He loves to be praised. In activity
more focused on evaluation. Easily works according to the scheme, according to the verbal
instructions, quickly focuses, does not get distracted, quickly absorbs the essence
material, among the first to solve problems. Wants to go to school "to learn
a lot, learn something new.
Findings:

2) Adult support is required in solving the following tasks: develop the ability
control your behavior, restrain your emotions if necessary,
overcome resentment. Stimulate the development of self-esteem.
3) The main ways: the active inclusion of Makar in games with rules (mobile,
desktop printed, verbal), development of ideas about oneself and one's capabilities
in the process of organized conversations with adults and peers, the reflection of these
representations in a variety of products (drawings, stories, collages,
designs, albums, etc.)
Alice, 7 years old
Calm, well-mannered, independent, kind, restrained, not pugnacious, not
bully. He takes orders with pleasure, tries to do his job well.
work, responsible, polite. Observant: sees all actions and
the behavior of other children. Often complains, slanders. At the same time with
friendly with peers, shows due respect, does not offend others,
non-conflict, confident, self-sufficient. Easily connects with
new children. Modest, does not show off her dignity. Correctly
responds to fair criticism, listens to advice, tries to
take them into account. He knows how to deal with his emotions. Sharp emotional
There are no outbreaks, balanced.
Inquisitive, she is attracted by everything new, unusual, asks questions. Easily
and quickly focuses his attention, listens carefully to explanations, does not
is distracted. Good memory. Understands material fairly quickly
offers solutions, completes tasks at a fast pace. Good
fine motor skills are developed, creative in productive activity.
All tasks are performed independently, if something does not work out -
gets upset, cries, but tries to finish it, painstaking. Wants to
school, “because there you can make new friends and play. There
interesting problems."
Findings:
1) The formation of the prerequisites for educational activities is successful,
it is enough to carry out the usual educational work.
2) However, it is necessary to pay more attention to the development of creativity, creativity
at the girl. This task is connected with the excessive orientation of the child to the rules, which
generates, among other things, snitching on children when they violate the rules. Cause
snitching may also be an unmet need for attention
adults, the implementation of which is difficult for children who show modesty.
3) The teacher needs to celebrate the achievements of the child in public more often,
advise parents to communicate more with their daughter, talking on various topics.
Nikita, 7 years old
Active, mobile, noisy, independent. Responsive, very
executive, responsible, disciplined, brings any business to
end. In labor activity, he will fulfill any assignment, he himself is looking for work, on
you can always rely on him and be sure of high-quality performance.

Raised, in the family he is treated like an adult. Actively participates in
all activities, affairs, assignments.
Emotional, lively, but quickly and adequately responds to comments
adult. Polite with peers, rarely starts quarrels. If something is not
it turns out, turns to an adult for help, brings the matter to the end. Loves
praise, seeks to receive a positive evaluation. Broad vision, many
knows, talks about any topic, loves books, encyclopedias about technology. On the
does not always listen carefully in class, gets distracted, makes mistakes due to
inattention, but quickly corrects them. Material understands, instructional
accepts the task, complies with all the conditions, but does not perform the work qualitatively
strives. Performs tasks well according to verbal instructions, according to the scheme. Wants
go to school because “there are a lot of boys. They teach what we have not yet
know, solve examples, problems.
Findings:
Izza
1) The formation of the prerequisites for educational activity is difficult.
insufficient development of the arbitrariness of mental processes and inability
regulate your behavior.
2) The teacher's help is required in developing the ability to control one's behavior.
3) The main way - games with rules for containment, prohibition, patience, self-control.
Considering the boy's high need for movement, these will mainly
outdoor games. Otherwise, the current program work on the formation
prerequisites for learning activities.
Marina, 7 years old
Mobile, active, extraordinary, has an overestimated self-esteem. Lot
fantasizes, invents, a very creative person. unable to understand and
accept their mistakes and losses, gets upset, does not talk at the same time
with peers and adults. Can't get along with peers
offended. Her priority is to play alone. Does not communicate with adults
activity, suitable if she needs to ask something, clarify (business
communication).
Critical remarks, advice is inattentive, does not try
correct shortcomings. In the classroom, she is not interested, she prefers the game. Grade
adult is not important to her. Only material incentives matter. Finite
the result is not important, does not ask for help; if he sees what others can do,
worries, but not for long. Very good at sculpting, drawing, inventing stories,
fantasizes, fine motor skills are well developed. Wants to go to school because
that I was given an asterisk in the letter. There is drawing, chess,
workout".
Findings:
1) The formation of the prerequisites for educational activity is problematic due to
weakness of cognitive interests, insufficient development of the volitional sphere
(arbitrariness in the management of behavior), violations of interaction with
surrounding people.
2) Since there are many problems, everything cannot be solved at once, it is necessary to highlight
priorities in the organization of the child's individual development trajectory.

3) First of all, it is necessary to form interest in the school, cognitive motives,
communicative game motives, develop the ability to interact with
peers, first in a pair (for example, with Alice - a benevolent girl),
then in a small subgroup. It is also necessary by means of a variety of games with
rules to develop the volitional sphere: to learn to control one's behavior,
hold attention, hold back in situations of loss. In creative
assignments should offer a specific topic, developing a controlled
(arbitrary) imagination, and evaluate creative works from the position
relevance to the given topic. Communicate more often on personally significant for
girls of the topic, developing out of situational and personal communication with adults.

It is important to note the fact that the prerequisites for universal learning activities
preschoolers find their development at the primary level of education.
All of the above characteristics are required
prerequisites for the transition to the next level of primary education,
successful adaptation to the conditions of life at school and the requirements of the educational process.
Ensuring the continuity of pre-school and primary general
education in accordance with the GEF.
primary school teacher
Comparing the models of a graduate of a preschool educational institution and an elementary school, we can conclude that
that preschool teachers and elementary school teachers contribute to the formation of
the same personality traits, thereby ensuring continuity.
So, we can draw the following conclusions:
as grounds for the implementation of the continuity of preschool and
Primary school education is distinguished by:
1. The state of health and physical development of children.
2. The level of development of their cognitive activity as a necessary component
educational activity.
3. Mental and moral abilities of students.
4. Formation of their creative imagination as a direction of personal and
intellectual development.
5. Development of communication skills, i.e. ability to communicate with adults and
peers;
Now we have seen that the targets identified in the GEF DO
really suggest at the stage of completion of preschool education
formation of prerequisites for UUD. But will it help us to solve the existing
problems of the continuity of preschool and primary general education, which
we identified at the beginning of the workshop?)
Exercise. Suggest ways to solve the identified problems.
It must be remembered that the formation of the foundation of readiness for the transition to
education at the level of primary general education should be mandatory
carried out within the framework of specifically children's activities.

Thus, we believe that when forming UUD at the preschool
educational levels are required:
1. rely on the leading activity of preschoolers: games with rules and
role-playing games;
2. include preschoolers in active activities: design, plot
and schematic drawing, modeling, experimentation, perception of a fairy tale,
household work;
3. make the most of the encouragement method: encourage children for being active,
cognitive initiative, any effort aimed at solving a problem, any
an answer, even an incorrect one;
4. include preschoolers in the process of assessing educational achievements: detailed
describe what the child was able to do, what he learned, what difficulties and
errors, there should be specific instructions on how to improve the results, what for
this must be done, a ban on direct assessments of the student's personality (lazy,
irresponsible, stupid, sloppy, etc.) the formation of an adequate
self-esteem, etc.
The continuity of kindergarten and school, where "kindergarten at the stage of preschool age
carries out the personal, physical, intellectual development of the child, and also forms
prerequisites for educational activities, which will become the foundation for the formation of
schoolchildren of universal educational activities necessary for mastering the key
competencies that form the basis of the ability to learn.
Now we invite you to get acquainted with the techniques that you can
use to form UUD (Each participant of the seminar receives
handout - Pedagogical techniques, description of pedagogical techniques)
During the speech of the teacher, everyone should mark with a “+” sign the technique
which he already uses in his practice. Reception that will seem to you
interesting - circle. A technique you would like to learn and learn about
in more detail - put "!"
Pedagogical techniques for the formation of UUD.
Reception "I'm taking you with me"
Forms:
 the ability to unite objects according to the common value of the feature;
 the ability to determine the name of the attribute by which objects have a common meaning;
 ability to compare, compare a large number of objects;
 ability to compose a holistic image of an object from its individual features.
The teacher thinks of a sign by which many objects are collected and names the first one.
an object. Pupils try to guess this sign and take turns calling objects that have, according to
their opinion, the same sign value. The teacher answers whether he takes this object or not. A game
continues until one of the children determines on what basis is going
a bunch of.
Example.
W: I'm going on a trip. I pack my suitcase and take with me the objects that
something similar. Guess what attribute I collect objects on. For this

offer me objects similar to mine, and I will say if I can take
them with you. So, I take a carrot with me. What do you have?
D: I take cabbage with me.
W: I'm not taking you with me.
D: I take an orange.
W: I'm not taking you with me.
D: I'm taking a jellyfish.
W: I'm taking you with me.
D: And I take wood lice with me.
W: I'm taking you with me.
D: Do you take all items whose name begins with the letter "M"?
W: Yes! So, by what feature name did we collect objects? What question is everyone
do they answer the same?
D: Does it start with the letter "M"?
T: And who else will put the question so that it can be answered: “begins with
the letter "M"?
D: What letter does it begin with?
W: I agree. So, the name of the feature here is the first letter of the word denoting our
thing.
Conclusion: indeed, for knowledge to become a tool, not a deposit
unnecessary junk, the child must work with it. In general terms, this
means to apply it, expand and supplement it, find new connections and
relationships, be considered in different models and contexts.
Today, the learning process is not a ready-made summary, but a search and co-creation,
in which children learn to plan, draw conclusions, acquire new knowledge
through their own activities. The educator in modern conditions based on
well-known methods, it is necessary to develop your own style of work, forms of cooperation
effective use of methods of activation of cognitive activity.
The relevance of our teachers' council stems from the need for improvement
preschool education systems as the first stage of education. Besides,
insufficient amount of literature on the formation of universal educational
actions in children of older preschool age leads to a gap in learning:
younger students who came to primary school with a low level of readiness for
systematic learning, experience a number of difficulties in mastering the content
educational material, as they do not have time to master new methods at a given pace
obtaining knowledge.
In this regard, it is appropriate to talk about the use of interactive
technologies. The use of interactive educational technologies in educational
educational process in a preschool educational institution is one of the
the newest and most urgent problems in domestic preschool pedagogy.
information and communication
Usage
technologies for
formation of prerequisites for personal universal educational activities in
the process of correctional and pedagogical activities within the framework of the Federal State Educational Standard.

Thus, in order to implement universal technologies, the CAM teacher
must possess certain professional competencies. These
competencies should also be universal.
Firstly, in order to form UUD in children, you need to know “with what
they eat it”, i.e. learn in practice how UUDs “work” and how to track and
evaluate;
secondly, if the teacher himself owns universal actions, then he can
serve as a model of behavior for their students.
Thus, the problem of forming the preconditions for learning activity in
preschoolers is closely related to the task of increasing professional competence
teachers, the formation of a group of practical skills:
 Reasonably set goals for the upbringing, education and development of children;
 Set and adjust the tasks of organizing children's activities in
in accordance with the age and individual characteristics of children, their interests;
 Form the goals and objectives of children's work on the basis of program objectives
education, training and development; involve them in the process of setting goals and objectives
lessons;
 Involve children in the process of formulating a plan for future activities in
in accordance with its purpose, problem, task (educational, gaming, creative), into work
to determine the results of activities and ways to achieve them;
 Choose methods for organizing children's activities that are appropriate
goals and objectives of upbringing, education, development of children, allowing to establish
relations of cooperation with children, conduct a dialogue with them, organize joint
activities to achieve planned results.
V. Consolidation
I suggest working in pairs or threes. You need, relying on your
professional experience, put the actions recorded on the card in order.
1) to form the primary experience of performing an action while studying various
subjects and motivation;
2) based on existing experience, to form an understanding of the method
(algorithm) for the implementation of the corresponding UUD (or the structure of the educational
activity in general);
3) to form the ability to perform the studied UUD by including it in
the practice of teaching on the subject content of various academic disciplines, to organize
self-control of its implementation and, if necessary, correction;
4) organize control of the level of formation of this UUD.
What did we achieve as a result of our joint work?
(an algorithm for the formation of any UUD).
This algorithm will help you to form the preconditions for ELC in any organized
activities

.
VI. Summing up. Reflection
So, we practiced to determine the UUD, deduced the algorithm for their formation.

Let's analyze the work of our pedagogical council.
How did our work begin and how was it built throughout the entire teachers' council?
What UUD did we form at each stage?
1. Organizational moment. Motivation for activity. At this stage, you need to create
conditions for the emergence of an internal need for inclusion in activities.
(Personal UUD)
2. Actualization of knowledge. Formulation of the problem. Self-esteem. At this stage
there is a formation of skills to navigate in the knowledge system, to distinguish new
from what is already known, evaluate their knowledge (Cognitive UUD, Regulatory UUD).
3. Formulation of the topic of the meeting, goals and objectives. (Regulatory UUD) On
At this stage, the formation of skills to determine and formulate the goal and
tasks (Regulatory UUD).
4. Work on the theme of the teachers' council. Reading and independent study of the proposed
material. (Cognitive UUD)
5. Performing practical work in groups to determine actions,
relating to personal, regulatory, cognitive, communicative UUD.
Distribution of tasks in accordance with UUD. Self-esteem. Reflection
(Communicative UUD, Cognitive UUD. Regulatory UUD. Personal
UUD)
6. Acquaintance with the pedagogical methods of forming UUD
(Cognitive UUD)
7. Summing up. Reflection. Self-esteem
What tasks did we solve at the teachers' council?
 To reveal and comprehend the concept of “universal learning activities”
 Consider the types of UUD, their content, requirements for results
formation
 Get familiar with the techniques that help to form UUD
 Gain practical experience in the implementation of UUD in the process of working with
information
 to intensify the activities of educators and specialists in the formation of
preschoolers prerequisites for learning activities;
contribute to the expansion of their pedagogical horizons on this issue;

These tasks are completed
Goal: increasing the professional competence of teachers providing them
readiness to work on the formation of the prerequisites for educational
activities in accordance with the federal state educational
standard of preschool education (FSES DO), increasing competence
teachers in mastering the methods of pedagogical technique for the formation of UUD -
reached.
Assess the level of your knowledge on the topic of the teachers' council and the readiness to apply this knowledge
REFLECTION OF OWN ACTIVITIES:
"All in your hands".

And how you worked at the teachers' council, we will determine with the help of your palms. On the sheet
circle the left hand on paper. Each finger is some kind of position on which you need to
express your opinion by painting your fingers. If any position does not suit you
interested - do not paint.
Big - for me the topic was important and interesting - blue.
Forefinger - learned a lot of new things - yellow.
Medium - it was difficult for me - purple.
Nameless - I was comfortable - green.
Little finger - for me there was not enough information - red.
Personal UUD:
1. Remember that each child is an individual, with their own
views and beliefs, hobbies. Try to find it in it
individual personal characteristics.

2. In the life of a child, an adult is the person who helps him understand and
explore the real world, make your own discoveries. Help him find and uncover
strong and positive personal qualities and skills.
3. When organizing educational and cognitive activities, consider individually
psychological characteristics of each child. Use recommendations
teacher-psychologist.
4. Remember that the main thing is not the subject you teach, but the personality,
which you are creating. Not an object forms and develops the personality of the future
citizen of society, but a teacher who teaches his subject.

Cognitive UUD:
1.
If you want children to learn the material being studied in your subject,
teach them to think systematically (for example, the main concept (rule) - an example
- the value of the material (application in practice)).
2.
Try to help students master the most productive methods
learning activities, teach them to learn. Use the diagrams
plans, new technologies in training to ensure a solid assimilation of the system
knowledge.
Remember that it is not the one who retells the memorized text that knows, but the one who knows how to
3.
apply the acquired knowledge in practice. Find a way to teach a child
apply your knowledge.
4.
Develop creative thinking by comprehensive analysis of problems;
solve cognitive problems in a variety of ways, practice more often
creative tasks.
Communicative UUD:
1.
Teach your child to express his thoughts without fear of making a mistake. During his
answering the question, if the child finds it difficult to continue his story, ask
leading questions to him.
2.
Do not be afraid of "non-standard lessons", try different types of games, discussions
and group work to master new material.

Portrait of a graduate of a preschool educational institution
 Physically developed, having mastered the basic cultural and hygienic
skills (personal results).
The child has formed the basic physical qualities and the need for
motor activity.
Independently performs accessible to age
hygiene procedures, observes the elementary rules of a healthy lifestyle.
 Curious, active (personal results).
Interested in the new, unknown in the surrounding world (the world of objects and things,
world of relationships and your inner world). Asks questions to an adult, loves
experiment. Able to act independently (in everyday life, in
various types of children's activities). In case of difficulty, contact
help from an adult.
interest in
educational process.
Accepts the living

 Emotionally responsive (personal outcomes).
Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales,
stories, stories. Emotionally reacts to works of art
arts, musical and artistic works, the natural world.
 Mastered the means of communication and ways of interacting with adults and
peers (communicative results).
The child adequately uses verbal and non-verbal means of communication, owns
dialogic speech and constructive ways of interacting with children and
adults (negotiates, exchanges objects, distributes actions when
cooperation). Able to change the style of communication with an adult or peer, in
depending on the situation.
 Able to manage their behavior and plan their actions based on
observing elementary
primary values,
generally accepted norms and rules of conduct (regulatory results).
The child's behavior is predominantly determined by non-momentary desires and
needs, but demands from adults and primary value
ideas about what is good and what is bad.
The child is able to plan his actions aimed at achieving
specific goal. Complies with the rules of conduct on the street (traffic rules), in
public places (transport, shop, clinic, theater, etc.).
 Able to solve intellectual and personal tasks (problems),
age-appropriate (cognitive results).
The child can apply independently acquired knowledge and methods of activity
to solve new tasks (problems) set both by adults and by themselves; in
Depending on the situation, it can transform the ways of solving problems (problems).
The child is able to offer his own idea and translate it into a drawing,
construction, storytelling, etc.
 Having primary ideas about himself, family, society (nearest
society), the state (country), the world and nature (personal results).
The child has an idea:
about oneself, one's own belonging and the belonging of other people to
certain gender;
on the composition of the family, kinship and relationships, the distribution of family
responsibilities,
about society (nearest society), its cultural values ​​and one's place in it;
about the state (including its symbols, "small" and "big" Motherland, its nature)
and accessories to it;
about the world (planet Earth, the diversity of countries and states, population, nature
planets).
traditions;
family

 Having mastered the universal prerequisites for educational
activities (regulatory results):
the ability to work according to the rule and according to the model, listen to an adult and follow it
instructions.
 Having mastered the necessary skills and abilities (substantive results).

The child has developed skills and abilities (verbal, visual, musical,
constructive, etc.), necessary for the implementation of various types of children's
activities.

FORMING PREREQUISITES FOR EDUCATIONAL ACTIVITY OF PRESCHOOL CHILDREN IN THE FRAMEWORK OF TRANSITION TO FEDERAL STATE EDUCATIONAL STANDARDS OF PRESCHOOL EDUCATION.

Vyaznikova Marina Vyacheslavovna

MDOU kindergarten No. 19 "Zvezdochka", Molodezhny village, Podolsky district, Moscow region.

Annotation. Actual problems of formation of prerequisites for educational activity are raised. Such fundamental concepts as "educational activity", "prerequisites for educational activity", "targets for preschool education" are defined and analyzed. The interrelation of the prerequisites for educational activities (DOE), universal educational activities (NOO) and the targets of the Federal State Educational Standard for DO has been established. The variant of creating a subject-developing environment in a preschool organization is considered, which makes it possible to successfully form the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education. The issues of active participation of children in the formation of the subject space of a preschool organization are raised to increase the interest of preschoolers and increase their creative activity. Various types of activities are presented for the formation of cognitive, personal, regulatory and communicative prerequisites for educational activities. New joint, partnership forms and methods of working with the families of pupils are considered,the result of which is the formation in parents of a conscious attitude to their own views and attitudes in raising a child, contribute to the development of parental confidence, joy and satisfaction from communicating with their children. The needs and conditions necessary for the development of the child are presented.such qualities necessary for positive socialization as self-esteem, self-confidence, openness to the outside world, a positive attitude towards oneself and others.

Keywords: preschool education, prerequisites for educational activities, subject-developing environment.

Introduction.

A modern kindergarten, according to the authors of the Federal State Educational Standards for Preschool Education (FSES DO), is the type and type of educational organization where the following ideas should be the leitmotif of pedagogical activity: “... support for the diversity of childhood; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period ... ". One of the central provisions of the GEF DO is the creation of social and material conditions to support children's initiative, the choice of a child, and spontaneous play. Planned results are understood in GEF as targets.

The targets of preschool education include the following social and psychological characteristics of the child's personality at the stage of completion of preschool education: ● the child shows initiative and independence choose ● the child is self-confident, open to the outside world, has a positive attitude towards himself and others , has Actively ● the child has a developed imagination game ● Creative skills ● the child has developed large and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .; ● the child is capable of volitional efforts in various activities, to overcome momentary impulses, to complete the work begun. The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene; ● the child shows curiosity, 7. The targets of the Program serve as the basis for the continuity of preschool and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of the prerequisites for learning activities in preschool children at the stage of completing their preschool education. All this puts forward tasks for preschool organizations, the solution of which is associated with the development and implementation of innovative approaches to the pedagogy of early and preschool childhood, the rejection of the leading role of an adult and the transition from the dominance of classes according to a predetermined scenario to activities initiated by the children themselves, to supporting children's initiative.

In this regard, it is very important for preschool teachers to ensure the full life and development of children "here and now". It is known that the leading activity in preschool age is the game, therefore, only in a playful way is it possible to provide children with information and ways of interacting with the environment and society.
Nevertheless, in the Federal State Educational Standard of preschool education we find that "... Subject to the requirements for the conditions for the implementation of the Program, these targets imply the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education by them." Thus, the GEF DO says that the main task of the kindergarten is to the formation in children of the prerequisites for universal educational activities.

Universal learning activities (UUD)- a set of student actions (as well as related learning skills) that ensure independent assimilation of new knowledge, the formation of skills, including the organization of this process.

UUD groups:

- personal, allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. They are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future;

- regulatory, provide the ability to manage the cognitive and educational activities of younger students by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation;

- communicative, provide the child with opportunities for cooperation - the ability to listen, hear and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect a partner and oneself in communication ;

- cognitive, younger students include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

UUD functions:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education;

Ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

And how can one form the beginnings of learning skills outside of learning activities? Even Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov noted that educational activity is not identical with the assimilation of knowledge, skills, skills that a child can acquire outside of this activity, for example, in play, work.
But, speaking about the education of children, teachers of preschool organizations and primary school teachers are worried that in connection with the new Federal State Educational Standards, where such a form of organizing children's activities as an occupation is not welcome, it will be difficult to achieve such targets as formed prerequisites for educational activities within the framework of general school readiness.
The task of preschool organization specialists is to orient themselves in the new conditions and find those possible methods and techniques of pedagogical activity, in which it is possible to help children move from playing to learning with pleasure and interest.

What prerequisites for learning activities should a preschooler master in order to easily adapt to the school system and be successful?

Studying and analyzing the literature on this issue, it is possible to determine the following prerequisites for the formation of educational activities.

1. Cognitive activity of the child . Interest in new knowledge will take place, among other things, if we do not force development by imposing training sessions, but encourage the child in his knowledge.
2. Mastering the child in ways independent solution of practical and cognitive problems, highlighting the links and relationships of the source data. An older preschooler, placed from time to time in a game problem field, learns to independently select a solution and find the right option.
3. Ability to work according to instructions. It is formed through a show, an explanation, a combination of a show and an explanation.
4. Learning common ways of doing things with which it is possible to solve the problem. Following the example of an adult, children manipulate objects, auxiliary means (length measurement ...), learn the algorithm for describing, examining objects, phenomena, etc.
5. The ability to exercise control over the way one performs one's actions and evaluate them. We observe signs of the ability to self-control already in early childhood, but as a prerequisite this property of the psyche is formed at the senior preschool age in case of trust in the actions of the child, encouragement and respect for the choice.

The prerequisites for learning activities include

1. Formation of personal (motivational component). Attitude to teaching as an important socially significant matter, the desire to acquire knowledge, interest in certain types of activities.
2. Development of arbitrariness, controllability of behavior. It is necessary to focus attention even in cases where the material is not of direct interest to the child.
3. The child's need to communicate with adults and peers . Provide the child with the opportunity to fully cooperate.

Creation of a subject-developing environment.

For the most effective work in a preschool educational organization, it is necessary to create a subject-developing environment that allows you to successfully form the prerequisites for educational activities. This is a harmonious ratio of materials surrounding children, in terms of quantity, diversity, eccentricity, variability, and allowing in a complex to form the prerequisites for educational activities (PUD).

To stimulate children's activity, it is necessary to use the following principles for organizing a subject-developing environment that comply with the Federal State Educational Standards.

Requirements of the Federal State Educational Standard for a developing subject-developing environment:

1. the subject-developing environment ensures the maximum realization of the educational potential.
   2. availability of the environment, which implies:

2.1 accessibility for pupils of all premises of the organization where the educational process is carried out.
2.2. free access of pupils to games, toys, materials, manuals, providing all basic activities.

When building a subject - developing environment in a preschool organization, it is important to adhere to the basic principle: "Not next to, not above, but together!".

Consider the option of building a subject-developing environment using the example of the MDOU kindergarten No. 19 "Zvezdochka" of the Podolsky district of the Moscow region, where teachers try to provide their pupils with safe, conducive to the disclosure and development of the abilities of each condition.

To form the prerequisites for personal UUD in each group of preschool educational institutions there are “Corners of good mood”, audio libraries for relieving psycho-emotional stress, a “home zone” with upholstered furniture, a coffee table, etc. Places where reproductions of paintings, photographs of children, their parents, brothers, sisters are placed. Frames are hung on the walls at a height accessible to children, into which various reproductions or drawings are easily inserted: and then the child can change the design of the walls depending on the construction or new aesthetic tastes. The environment in the preschool educational institution is safe, comfortable and cozy. This is a real home for children, where they are not just are, but live, have the right to change the interior depending on the mood and type of activity. It is wonderful when teachers do not disregard even the most unexpected ideas of children. So, for example, while doing theatrical activities with the older group, the educators noticed that the children were actively discussing the picture they saw in the encyclopedia about the filming of the film, and a few minutes later they came up and suggested that the educators try to do the same. Within 15 minutes, the entire group had become the film industry. With the help of a film projector and a magnetic board, the iso-activity corner was transformed into a design studio for the selection of sketches of costumes and an assembly workshop, grouping a mirror, a table and a wardrobe - we got a dressing room, overturned chairs - into a cameraman's car, a family corner - into a pavilion for casting. Also, at the suggestion of the children, they turned the group into a Russian hut, a computer center, a library, etc.

To form the prerequisites for cognitive UUD there are educational centers in preschool educational institutions, exhibitions and mini-museums are organized, on the territory of the kindergarten there is a car park for studying the rules of the road, interactive paths, which, at the request of children, turn either into a place for sports games, then into mathematical or environmental objects, then into means of communication. A corner of the forest, based on the requests and needs of children, is transformed into an ecological path, then into a clearing of fairy tales, a corner of a small homeland, or a real forest that lives its own seasonal life. A garden is not only a labor activity, but also a testing ground for creative activity. Experiments are carried out only at the request of the children. The results of the experiments obtained in the independent activities of children are reflected in the "group discussion". Children gather at a round table and talk about who did what, and what happened to whom, analyze the results. The round table is a necessary element of the developing environment. The value of such an organization is that the conversation is “eye to eye”, “I see you - you see me”, “I understand you - you understand me”. At the end of such a discussion, the educator asks questions so that the children can formulate a final conclusion.

Teachers, together with the children, arrange flower beds in the plots, the seedlings for which the children grow in the “Garden on the Window”. The "Wall of Creativity" - a large magnetic board - is at the complete disposal of children. They can write and draw on it, creating both individual and collective paintings.

To form the prerequisites for regulatory UUD in groups there are corners for the development of large and fine motor skills, centers of social and emotional development.

To form the prerequisites, communicative UUD is actively used by the music hall, sports hall, theater corners in groups with various types of theaters. "Corner of good mood."

The participation of children in the formation of space is currently considered the most important sign of a quality educational environment. Each kindergarten should have special screens in the list of equipment - partitions, with the help of which children can divide the space in accordance with their ideas. For example, arrange a library, school, museum, TV studio, shop or computer center. The brain center of the group is the "Reference" ... which contains: an album - a guide for orientation in the thematic areas of the group, allowing the child to choose a thing to his liking, albums of rules of behavior and communication, the album "Our Kindergarten" and practical materials on conducting experiments, caring for animals and plants.

All materials and equipment are at the complete disposal of children, who can use them at any time convenient for them. Moreover, each child has his own drawer, a box where he keeps personal books, photographs and items that are dear to him. Also, the personalization of the environment is reflected in the lockers with individual photographs, which the child can change at his own discretion, depending on the season or his mood.

The formation of the subject-developing environment of the group is not the end result. She is constantly changing. Experience shows that as soon as a child enters a new environment unknown to him, his interest and creative activity sharply increase.

Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, objects for experimental and search work. Also, it is advisable to offer children emphatically simple toys, they activate children's imagination, a child can create something new, unexpected from such an object. Such a toy only hints at its possible function and allows you to use yourself multifunctionally in the game. So, with minimal investment, you can achieve the maximum result in terms of developing intensive creative play and children's initiative.

Formation of the prerequisites for educational activities.

For a more complete understanding of the importance of the formation of the prerequisites for educational activities in preschool educational institutions, we will consider the connection between the prerequisites for educational activities (DOE), universal learning activities (NOO) and the targets of the Federal State Educational Standard for DoE.

cognitive

Universal learning activities
Cognitive UUD include: general educational, logical, as well as the formulation and solution of the problem.	Mastering by children general methods of action, i.e., such methods that allow solving a number of practical or cognitive problems, highlighting new connections and relationships. The ability to independently find ways to solve practical and cognitive problems.	The child has a developed imagination which is implemented in various activities. The child's ability to fantasy, imagination, creativity intensively develops and manifests itself in game . The child owns different forms and types of play. Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational; The child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas; - Creative skills children also manifest themselves in drawing, inventing fairy tales, dancing, singing, etc. The child can fantasize aloud, play with sounds and words. He understands oral speech well and can express his thoughts and desires; The child has developed gross and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .; The child shows curiosity, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. inclined observe, experiment . Possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives. Familiar with book culture, with children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc., the child develops the prerequisites for literacy. Child capable of making their own decisions based on their knowledge and skills in various fields of reality.

Types of tasks and games for the formation of the prerequisites for cognitive UUD.

These are general educational, logical, as well as the formulation and solution of the problem.

The experience of work on the succession of preschool organizations and elementary school shows that the education of cognitive interests is the most important component of the education of the child's personality and his successful self-realization. And the success of the organization of educational activities of our graduates in elementary school largely depends on how correctly we, teachers - preschoolers, solve this issue.

First of all, it is necessary to organize any activity in a preschool organization in such a way that the child is actively involved, involved in the process of independent search and “discovery” of new knowledge, and solves problematic issues. For this, such a form of conducting classes as the "School of Researchers" is the best suited - children experimentally confirm or refute their assumptions (for example, a greenhouse in the garden), "Club of the Curious" - children collect information with the help of encyclopedias, stories of knowledgeable people, the Internet about the event of interest. “Fairy tale laboratory”, where children compose their own, unique fairy tales with the help of Propp’s Cards, a press conference, where a child who is passionate about any activity is asked questions by his peers, at first, parents can help the children, and the educator must be illuminated in advance topic of the press conference. Project activity, the importance of which is difficult to overestimate. All kinds of excursions, including the school. Encourage your children to collect. This method of work is often initiated by the children themselves. Children are given the opportunity to talk about their collection in the form of a press conference. As it turned out, almost all children collect something, cars, dolls, postcards, etc. You can publish a wall newspaper about young collectors, then everyone will think about creating their own collections. And how much delight and unexpected finds for us, teachers, are caused by games for solving contradictions and getting out of problem situations. Very loved by children and expedient to use, the following types of tasks: “find the differences”, “what does it look like?”, “search for extra”, “mazes”, “chains”, smart solutions, drawing up support diagrams, working with different types of tables , work with dictionaries, encyclopedias, games aimed at developing memory, verbal and non-verbal imagination, thinking, the ability to draw diagrams, orientation in space. For an emotional mood, we use poetic moments, work to the music.

The success of the use of such types of activities by teachers once again confirms the thesis about the need for a variety of educational activities in preschool educational institutions. Since the monotonous material and the monotonous methods of presenting it very quickly cause boredom in children. Another necessary condition for the formation of the prerequisites for cognitive UUD is the connection of new material with what children have learned earlier, the tasks offered to children should be difficult, but feasible, since our experience shows that neither too easy nor too difficult material is of interest. .

It is very important to positively evaluate all the successes of the guys. A positive assessment stimulates cognitive activity. But we must always remember that the most necessary and important praise is for a child who may not succeed for a long time, but he tried very, very hard and through long efforts achieved, albeit far from the best, but his own personal result. And of course, it is always necessary to strive to ensure that the demonstration and handout material is bright and emotionally colored.

Sample games and exercises

"Proposal - Story"

"Guess What You Think"

"Snowball"

"Flies - does not fly"

"Edible - not edible"

"Still picture"

"Spies" and others.

Personal universal learning activities

Universal learning activities	Prerequisites for learning activities	Targets for preschool education
PersonalUUD personal, life self-determination; meaning formation (motivation, self-esteem, what meaning does teaching have for me?), moral and ethical orientation.	Formation of the personal (motivational) component of activity. The ability to exercise control over the way one performs one's actions and evaluate them. Mastering common ways of doing things	The child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas; The child shows curiosity, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. inclined observe, experiment . Possesses initial knowledge about himself, about the objective, natural, social and cultural world in which he lives. Familiar with book culture, with children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc., the child develops the prerequisites for literacy. Child capable of making their own decisions based on their knowledge and skills in various fields of reality. Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational; , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

Types of tasks and games for the formation of the prerequisites for personal UUD.With the help of which personal, life self-determination occurs; meaning formation (motivation, self-esteem, what meaning does teaching have for me?), moral and ethical orientation.

Participation in projects, with the allocation of an important role for each child, depending on his hobbies and abilities.

Summing up the lessons, not from the point of view of only criticism and praise, but from the point of view of feasible participation.

Creative tasks, for example, children become correspondents of an oral journal (reviews about what happened in the garden, in the event group), classes in the form of the “School of Researchers”, “Club of the Curious”, which we mentioned above. Creating collages with parents on a specific topic or as a representation of an important event for the child. The child is a guide, presenting a topic that is interesting to him and in which he understands.

Visual, motor, verbal perception of music, mental reproduction of a picture, situation, video, drawings - children's compositions based on listened musical works, dramatization games, body-oriented and psycho-gymnastic games, exercises, etudes.

For the formation of the child's self-esteem, the child's assessment of events, incidents, understanding the meaning and meaning of an act or action, games and exercises are used to develop reflection and self-awareness, empathy and sensitivity. In the course of games and exercises, children get acquainted with various components of their personality and character, self-analysis of the personality takes place. Many pupils of kindergartens attend various circles in the Houses of Culture, therefore it is very productive to organize personal exhibitions and information about the achievements of the pupils in the group rooms and halls of the preschool educational institution.

Sample games and exercises.

"Mirror"

"What kind of cat will I be"

"Without false modesty"

“What can my favorite toy, my toothbrush, tell about me?”

"I'm in the sun"

"I am a gift to mankind"

"Fortuneteller"

"Find mistakes" and many others.

Communicative universal learning activities

Universal learning activities	Prerequisites for learning activities	Targets for preschool education
Communicative UUD social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in the discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.	Development of arbitrariness, controllability of behavior. The child's need to communicate with adults and peers;	The child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas; - The child is self-confident, open to the outside world, has a positive attitude towards himself and others , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts; Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational; The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene;

Types of tasks and games for the formation of the prerequisites for communicative UUD.

Social competence and consideration of the position of other people, the ability to listen and engage in dialogue; participate in the discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.

The following types of tasks are used to form communicative PUDs: compose a task for a partner, a review of a friend’s work, you can invite children to express their opinion, for example, about the behavior of children in the picture (good, bad), about objects (nice, not beautiful), group work in different activities, drawing up a dialogue (work in pairs) - we invite children to act out the situation in pairs, using dialogue speech.

Very productive: discussion, reasoning, dispute - we offer to discuss certain issues on the topic, express our opinion, and prove our point of view. You can also use all kinds of games and exercises to develop communication skills, to unite the team.

Sample games and exercises

Klaus Vopel games

"Spider line"

"Tourists and rocks"

"Associations"

“Guess who we are talking about”, and others .

Thus, the balanced use of traditional and new, interactive forms of work makes it possible to successfully develop the prerequisites for universal educational activities among pupils of preschool organizations, which contributes to the formation of psychological neoplasms and abilities in them, which, in turn, determine the conditions for high success in educational activities.

All these forms of work are well known and successfully used in the work of every specialist and educator.

Synopsis of the game developing session "Workshop of patterns and figures" for children of senior preschool age.

Target.

Formation of the prerequisites for learning activities in older preschoolers.

Tasks:

Continue to improve the ability of children to independently find ways to solve practical and cognitive problems.

Develop the ability to work according to instructions; exercise control over the way of performing their actions and evaluate them; arbitrariness, controllability of behavior.

To form a motivational component of activity.

To develop the child's need for communication and interaction with adults and peers.

Cultivate friendly relationships between children, respectful attitude towards others.

Materials: halves of blue circles, yellow squares and brown triangles, "Find by address" table, schematic drawing, blue circles, yellow squares, brown triangles of different sizes, cards "Look, picture" a set of numbers from 1 to 4 for each child.

Musical accompaniment.

Course progress.

Psychologist(referring to children). Children! Today we have guests from other kindergartens. They all love children very much and play with them all the time. Our guests really want to see how we play, they will also play with children in their kindergartens. Let's introduce ourselves to our guests.

Game "Introduction"

The psychologist asks each child to tell about himself, using the expressions:

My name is….

Most of all, I like….

I love….

I can do...

The psychologist starts first.

"Psychotraining circle"

Children stand in a circle holding hands. In turn, they quietly shake the neighbor’s hand and say, “I know for sure that in this circle they will help me, and I will help,” make a larger circle and say the same thing again, louder, make the largest circle and repeat loudly.

"Kinesiology Exercises"

The psychologist offers exercises to improve mental activity.

1. Light massage "point of attention"
2. "Horns - legs"
3. "Lezginka"
4. "Everything will be fine"

Psychologist. Children, I invite you to work today in the Workshop of Patterns and Shapes . Secret work is being carried out there, so those who have a secret pass will be able to get into this workshop.

Exercise "Find by address"

The psychologist invites the children to find the halves of the figures “at the address” and find a pair so that the figure becomes whole.

The squares contain halves of blue circles, yellow squares and red triangles. Each child takes the “address” where he finds his half of the figure, for example, A3. Children are divided into pairs, depending on the halves, connecting into whole figures. They go to the "laboratory" and take places according to the "passes".

Exercise "Wall of Creativity"

Psychologist. Children, an artist works in this workshop, he drew a drawing, but he did not turn out bright, not interesting. But you look at this drawing very carefully, it will come in handy when working in our workshop. I suggest you simulate this drawing of geometric shapes on a magnetic board so that it becomes bright and interesting. Pay attention to what is on your table (on the tables are: on 1 - blue circles, on 2 - yellow squares, on 3 - brown triangles) will it help at work? Think about how you will do this job.

Remember who or what was depicted in the artist's drawing?

What shapes does a snowman consist of? Who can model a snowman? Correctly. Let's call you the Circle Team.

What shapes does the house consist of? Who models the house? "Team of squares".

What are the shapes of a dog? Who models the dog? Triangle Team.

Let's get to work. The psychologist observes, if necessary, comes to the rescue.

Psychologist. You did a very good job. They worked together and helped each other. It turned out bright and interesting. You like? I can see it in your eyes, smiles. And I really like it, you can also see it in my facial expression. What is the mood of the snowman and the dog? Can we define it? Why? What do you think, what time of day, and what weather, can we determine? What do you think we can do?

Exercise "Decorate the picture"

Children, with the help of multi-colored markers, “decorate” the picture.

Psychologist. Children, let's sit down and admire our picture. Now we can tell what mood our heroes have? What time of day? Weather? Do you think the dog and the snowman are friends?

Situational game to find external resources.

Psychologist. Yes, the snowman and the dog are real friends. And they turn to you for help. They love to play together very much, and every day the dog goes to visit the snowman on the street. And the snowman has never visited the dog that lives with the owner in this house.

- Why do you think?

- Yes, because in heat it can melt. So the dog asks you how to make sure that the snowman in the house does not melt? Children's answers. We bring to the idea that the snowman needs cold.

- Thanks to you, the snowman came to visit his friend.

- And what do the hosts do when guests come to them? Children's answers. We bring to the idea that it is necessary to treat the guest.

What do you think a dog can treat his friend to?

Game "What's inside"

Psychologist. The snowman is in the house for the first time. He is very interested, he looks around. Let's imagine what he can see in the house:

- round shape? Children's answers.

- square shape? Children's answers.

- triangular? Children's answers.

Psychologist. Now it's time to play.

Game "Look, picture"

Children move freely to the music, as soon as the music changes, pay attention to me what to do, the cards will tell you The psychologist shows three training cards in white. The card will show you which team, "triangles", "squares" or "circles" will squat, spin or bounce and how many times.

At the end, we all clap our hands together.

Exercise "Intellectual Kaleidoscope"

Psychologist. Children, now a task will appear on the screen, you all listen to it carefully and, silently, put a card with a number, under which the correct answer is located, on the edge of the table. I remind you once again, since this task requires attention, we work in silence. Discussion occurs only when opinions differ. Well done! Job well done!

Relaxation "Tired dolls"

Psychologist. You did a very good job today. Now we can rest a little. Lie down comfortably and imagine yourself becoming soft, sluggish and relaxed, just like rag dolls. I will walk around and lift your arms and legs to feel how relaxed you are. And now, tighten your muscles, as if you have turned into tin soldiers, and now relax your muscles again and so on several times.

Psychologist. Our work in the "Workshop of Patterns and Shapes" is coming to an end.

Questions for children.

Think and say:

What did you do best?

Who helped you today?

What didn't work for you and why?

What will you do to make it work next time?

What was the most difficult?

What was the most interesting?

Who would you like to thank for your work in class?

Thank you, you are just great!

Psychologist. And now, we hand over the passes and leave the workshop.

Let's ask our guests, did they like it? Thank you, you are very good viewers! In memory of our meeting, the children and I give you gifts.

For the fact that you were diligent, attentive, I also want to make gifts to you. The psychologist gives gifts to children.

Children say goodbye to the guests.

Working with parents.

Work on the implementation of the Federal State Educational Standards requires the search for new joint, partnership forms and methods of working with the families of pupils, the result of which is the formation of a conscious attitude in parents to their own views and attitudes in raising a child.

In the preparatory group, the main direction of cooperation between educators and specialists with the family is the development of the group's parent team, the creation of a parent-child community in which parents could discuss their pedagogical problems, jointly outline the development prospects of the group's children. Work on increasing the competence of parents on the problem of preparing children for school, reducing the level of anxiety of parents before children enter school, determining joint conditions for better preparation for school of each child. Parents are actively involved in joint activities with their children, in the process of organizing various forms of parent-child interaction - this contributes to the development of parental confidence, joy and satisfaction from communicating with their children, we help to see their child from a different side, unknown to the parent.

It is productive to use the following forms of work: Information and analytical. Visual and informational. Leisure. Cognitive.

Name	Purpose of use	Forms of work
Information and analytical	Organization of communication with parents: collection, processing and use of data about the family of each pupil, through direct dialogue, questionnaires	Dating questionnaires for newcomers to the preschool educational institution, anonymous questionnaires (“What does the child expect from the family?”, “Mutual understanding in the family”), test surveys (“Do you pay enough attention to your child?”), Parental essays “My child”, "Our family". "Meetings with interesting people" are held
Visual information	Familiarization of parents with the work of a preschool organization, Formation in parents of a conscious attitude to their own views and attitudes in raising a child.	Parental corners, memos-recommendations for parents, mini-stands "Our successes are our failures", "On the advice of the whole world", family and group albums "Our friendly family", "Our life day by day", mini-libraries, photo montages “From the life of the group”, “We are friends of nature”, “In the family circle”, photo exhibitions “I, baby, have the right”, “My whole family knows, I know traffic rules and I”, family vernissage “My best family”, “ Family is a healthy way of life”, a piggy bank of Good deeds. Exhibitions of books, equipment, board games, children's or joint drawings, crafts with parents, photo exhibitions, newspapers. Organization of days (weeks) of open doors, open viewings of classes and other activities for children. All types of consultations. Parent meetings in the form of round tables, family living rooms. Training games and exercises for modeling situations, discussion clubs.
Leisure	Establishing emotional contact, creating conditions for positive, friendly relations with the families of pupils.	An unusual start to the day, joint parent meetings, concerts, performances, family competitions and sports competitions, organization of family duets, trios, ensembles. Family living room, hiking and excursions, participation of parents and children in exhibitions.
cognitive	Familiarization of parents with the age and psychological characteristics of children. Formation in parents of practical skills in raising children.	Parent meetings based on famous television games: "KVN", "Field of Miracles", "What? Where? When? ”,“ Through the mouth of a baby ”and others. Parent meetings in the form of: "pedagogical laboratory", "reader's conference", "parent lecture", "auction of ideas", "lecture-seminar", "master class", "talk show", "pedagogical council". Participation in projects.

It is very important to teach parents how to prepare a child for school in everyday communication: joint play and creative activities, in the course of everyday activities, walks. Children are emotionally hard to bear when their parents turn into mentors. Kids want to see them as play partners, friends, loved ones, loving, understanding, wise people. But not every parent knows how to act as a partner. The choice of methods and forms of work with each specific family is directly related to the identification of the characteristics and needs of the development of pupils, the social and educational needs of parents.

One of the productive forms of work on the formation of parental competence in matters of preparation for school is joint play sessions, designed in such a way as to strengthen the relationship between parents and the child. Parents watch the child, see those features that in everyday life often elude their attention. They begin to perceive and feel failures and joys in a different way, they learn to cooperate with the child and create something together - both in the game and in business.

"Developing Voluntary Behavior 1"

Target:

Tasks:

Materials and equipment: tables, chairs according to the number of participants, a magnet, carnations, 10 cards of 10x15 cm format, on which simple geometric figures are drawn, a magnetic board, balls.

Musical accompaniment: Children's instrumental major music for the game "Magnet", "Caterpillar".

1. Greetings.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will

1. Warm up. Magnet game.

Goal: rallying the parent-child team, developing self-confidence, increasing self-esteem.

Instruction. Now we're in for some magic. The facilitator shows children and parents how a magnet attracts and holds small carnations. Who can tell me what this item is called? Sometimes people are magnets. Remember how in the evening you quickly run to your mom or dad when they come for you? You are drawn to them like a magnet. Do magnet children attract you, parents, to kindergarten in the evening? We will now play a game with you in which each of you will be a magnet. When the music starts, you can move around the room, when the music stops, I will loudly call one of you, for example, Sasha the Magnet or Lisa's Mom is the Magnet. Then quickly approach, like carnations to a magnet, to the one I named, and very carefully, without pushing, stand in a tight circle around and gently touch your hand. When the music starts again, you move around the room again until I call another name.

Exercise analysis:

Who is more pleasant to be a magnet or carnations?

What did you do to make the magnet happy?

1. Main part.Exercise yes or no.

Purpose: development of arbitrary behavior.

Instruction. We will play a game with you. I will ask some of you questions, and you will answer. But let's agree this: you should not, you have no right, you will not answer me with the words "yes" and "no." For example, if I ask: "Do you have a toy?" without saying yes. Or, for example, I ask: "Do people walk on the ceiling?", And the answer should not be: "No." Should be: "People don't walk on ceilings." So, the words "yes" and "no" do not say. Did everyone understand? Then let's start!

Exercise analysis:

Was it easy to comply with the condition?

What did you do when you were wrong? (tried to correct the error).

1. The game "Get up on command."Instead of a physical.

Goal: development of concentration.

Instruction. We divide into two teams, for example, two pairs of children and parents in each team. One team sits on the floor to my left - this is the hare team, the other team sits on the right - this is the bird team. When I call out the names of the team, all the members who belong to it should quickly stand up and show me bunny ears by putting their hands to their heads and waving them. The other team continues to sit. When the bird team hears its name, it stands up and flaps its arms like birds do with wings. When teams freely perform a task, we complicate it. Remember well which of you are hares and which are birds. Sit down together in front of me. Let's see if you remember exactly who's on which team. You can invite children and parents to come up with team names and accompanying movements.

1. Exercise "Drawing Shapes"

Purpose: rallying parent-child couples, establishing tactile and visual contact, developing the ability to act according to instructions, keeping multi-step instructions in memory.

Instruction. If you, both children and parents, are attentive enough, you will be able to read, not only with your eyes, but also with other parts of the body, for example, with your back. Let the children read first, and the parents will write. Children will sit in a semicircle on chairs in front of a magnetic board with cards with figures attached, parents will stand behind their children. Parents mentally choose one picture, but do not say which one. At my command, slowly and accurately draw a figure from the selected picture on the back of a seated child with a fingertip. If the child "read" the picture, he silently rises, silently goes to the picture with the figure that is "painted" on his back and silently traces this figure with a finger, turns to the parent, if the choice is correct, the parent silently nods his head, if not correct, shakes his head. But after all, it’s not possible for everyone to “read” the first time correctly, if you didn’t immediately understand what your parents wrote, silently raise one hand - this is a sign for parents to repeat.

Then we change, parents “read”, children “write”. The instructions are the same.

The task can be made more difficult: the pictures are on the table, so that the sitting players do not see them, but the players "writing" see them. The “reading” player must make an internal image of what is drawn on his back, then go to the table and select the desired picture.

Job analysis:

Was it difficult to complete the task silently?

1. Game "Caterpillar"

Goal: teaching interaction, uniting the parent-child group.

Instruction. Children and parents stand one behind the other, holding on to the waist of the person in front. On my command, the Centipede starts to simply move forward, then crouches, jumps on one leg, crawls between obstacles and performs other tasks. The main task of the players is not to break the single "chain", to keep the Centipede intact.

The task can be made more difficult: Place balls between the players that can only be held by the stomach without disengaging the Centipede. It is desirable that everyone be in the role of the head of the Centipede.

Exercise analysis:

Who was easier to be: the head or the tail of the Centipede?

What did you do to keep the Centipede safe?

Did you enjoy being a centipede? How?

1. Reflection.

Instruction.

I realized…

I really liked it…

I would like…

Psychologist :

Scenario game development session

"Developing Voluntary Behavior 2"

Target:

1. Optimization of parent-child relations in preparing a child for school.

Tasks:

1. To create conditions for the effective development of communication skills and social adaptation of children of senior preschool age.
2. Reduce the level of anxiety of older preschoolers before entering school; develop self-confidence.
3. To teach parents the methods and techniques of effective organization of classes with children of senior preschool age.
4. Continue to develop voluntary behavior and self-control.
5. Continue to teach children to listen and hear an adult, plan, control and evaluate their activities.
6. Create conditions for optimizing child-parent relationships

Materials and equipment: tables, chairs according to the number of participants, patterns and forms for graphic dictation according to the number of participants.

Musical accompaniment: Children's instrumental music in major for the game “Stop, alone! Stop, two!...”, “Giraffe, elephant, crocodile”, instrumental music, for example - “Aria” and “Passacaglia” by Handel, for the exercise “Thaw and Freeze”.

1. Greetings.

Purpose: warming up the group, removing emotional anxiety.

Children and parents stand in a circle, holding hands. The poem is recited in chorus.

We stand hand in hand

Together we are a big ribbon.

Can we be big (raise hands up)

We can be small (hands down),

But no one will (nod to neighbors and shake hands).

1. Warm up. The game "Stop, one! Stop, two!..."

Purpose: rallying parent-child couples, development of voluntary attention.

Instruction. Children and parents to the music can move around the room until the music stops and I say “Stop!” and I will not say any number, for example, "one". Then you should quickly run up to your couple (parent-child) and touch each other with only one part of the body. How will you do it?.. Can any couple show me how they would stand?... If I call out "Stop, two!", you should touch each other with two parts of the body. You can touch each other with your hands, feet, heads, shoulders, five and ten fingers. How will you touch each other if I shout "Stop, eight!"? ... Alternate small and large numbers more often. Encourage the most original decisions of couples, for example: “A couple of Masha and mother had a very interesting idea, they touched each other with two knees and a head.”

Exercise analysis:

How did you manage to quickly agree on how you would touch each other?

Who came up with the most interesting ideas, children or adults?

1. Main part. Robot game

Purpose: the ability to follow verbal instructions, describe directions of movement using words, take responsibility and perform the simplest functions of managing other people.

Instruction. Do you know what a robot is? ... We will now play a game in which robots will act. These robots understand three simple commands: "Forward!", "Stop!" and back!". The first command is "Forward!". If the robot hears this, it takes small steps forward, as if with effort. Do you understand how to go? Let's try. The second important command that the robot must understand is "Stop!". If the robot hears "stop", it stops and does not move anymore. The third command is "Back!". The robot turns around and begins to slowly move in the opposite direction. Now let's pair up. At first the kids will be robots and the parents will be engineers who want to test how the robots work. The engineer gives commands to the robot, the robot executes them. Engineers are also responsible for making sure the robots don't collide or break. Let's start playing, and then the children and parents will switch roles.

Exercise analysis:

Which is harder to be, a robot or an engineer?

How did you manage to control the robots so that they did not collide?

1. Exercise "Graphic dictation"

Purpose: development of fine motor skills, spatial representations, the ability to listen and follow the verbal instructions of an adult.

Instruction. Pairs of children and parents sit down at the tables, children draw a pattern in the cells under the dictation of their parents. (If parent-child couples perform this exercise successfully and not for the first time, you can change, the children dictate simple patterns to their parents).

Exercise analysis:

What helped you successfully cope with such a difficult task?

What is more difficult, dictating or drawing yourself?

1. A game."Giraffe, elephant, crocodile."(Instead of physical education)

Purpose: development of voluntary attention.

Instruction. Children and parents stand in a circle, in the center is the leader (child or parent). Pointing to one of the participants, the presenter calls the animal that needs to be depicted: elephant (trunk - arm extended forward), giraffe (neck - arms up), crocodile (mouth - hands). Those standing nearby should join the show and show with their hands: an elephant has ears, a crocodile has a comb, a giraffe has spots on its body. Who hesitated or made a mistake - becomes the leader.

1. Exercise "Thaw and Freeze"

Purpose: to develop the ability to control your body.

Instruction. The game we are going to play is very difficult. Disperse, please, evenly around the room. Imagine that your whole body is ice. The music I'm about to play will slowly unfreeze him, piece by piece. You can move the thawed parts to the music. All other parts must remain motionless. For example, imagine that your fingers are thawed and moving... Now you can move your palms as well... Now you can move your fingers, palms and arms up to your elbows... Now you can move your whole arm, from your fingers to your shoulder... etc. until the whole body is involved. Then you can suggest the opposite - "freeze" body parts one by one, so that at the end only the fingers move to the music. At the end of the game, shake your arms and legs well.

7. Reflection.

Purpose: awareness of the experience gained, summing up

Instruction. Assignment to parents - continue the sentences:

I realized…

In my child, I was surprised ...

I really liked it…

I would like…

Psychologist : also performs the exercise “Unfinished sentences”, thanks everyone for participating.

Conclusion.

The formation of the prerequisites for educational activity in preschool children is possible only with the emotional involvement of an adult in the activities of children. Only if the adult himself is immersed in some activity with interest, can the meaning of the activity be transferred to the child. The child sees that it is possible to enjoy intellectual efforts, to experience the “beauty of solving” the problem, it is assumed not only the adoption of the algorithm of activity by the child, but also active emotional feedback from the adult

It is necessary to constantly stimulate the curiosity of the child, through the use of original toys and materials in the work that can arouse interest, surprise, contain a mystery. It is important not only to interest the child, but also to teach him to set goals for himself in the process of cognitive activity and independently find ways to achieve them.

An adult's assessment (both positive and negative) can contribute to fixing the child on his own successes, strengths and weaknesses, that is, the development of external motivation. It is very important to support children's activity, research interest and curiosity. The adult sought not only to transfer the initiative to the child, but also to support it, that is, to help realize children's ideas, find possible mistakes, and cope with the difficulties that arise.

A properly built system of work of a preschool organization, aimed at creating the prerequisites for educational activities in the framework of the transition to the Federal State Educational Standards for Preschool Education, is an effective type of social interaction that provides a real opportunity to involve all children in various activities, supports children's initiative and independence, and contributes to the development norms of social behavior, allows adults to show respect for the individuality of each child, for his right to be different from others. Pupils of educational institutions where such a system of work has been created are distinguished by such qualities necessary for positive socialization as self-esteem, self-confidence, openness to the outside world, a positive attitude towards themselves and others.